Teachers lived experiences about the reasons for the inefficiency of teaching English in high school

Document Type : Original Article

Authors

1 دانشگاه تبریز

2 tabriz

Abstract

Background and Objectives: The purpose of this study was to describe the perceptions and lived experiences of English language teachers about the inefficiency of English language teaching in high school in Tabriz.
Methods: The present study is qualitative and has been done with a descriptive phenomenological approach. Participants in the study were all English language teachers in the first secondary school of Tabriz in 5 districts that were selected by purposive sampling method and its volume continued according to the nature of qualitative research until the theoretical saturation of the data (18 people). Data were collected through semi-organized in-depth interviews. The validity of the present study was internal validity, for which data analysis was performed by researchers to reconstruct reality. The data and their interpretation were then provided to the teachers themselves who participated in the study to confirm the accuracy of the data and its interpretation. To increase the reliability of the research, the interviews were conducted with a previous program in a suitable atmosphere and observing the interview conditions with the necessary guidelines and away from bias and personal opinion. Smith (1995) method was used to analyze the data.
Findings: Data analysis showed that the main causes of inefficiency of English language teaching from the perspective of English teachers include structural inefficiency of the English language teaching system; English textbook inefficiency; Student inefficiency; Teacher inefficiency; Parental inefficiency; The inefficiencies of the authorities and the media and the solutions were that these themes are derived from 75 themes.
Conclusion: Therefore, it can be concluded that in order to improve the conditions of English language teaching in high school, the structure of the educational system and its elements should be changed.

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History

  • Receive Date: 29 September 2021
  • Revise Date: 24 October 2021
  • Accept Date: 17 November 2021

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